Improving outcomes for pupils in literacy and numeracy Katrina Godfrey DE

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Improving outcomes for pupils in literacy and
numeracyKatrina GodfreyDE
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Structure of presentation

• Why does it matter why the current focus on
  improving outcomes in literacy and numeracy?
• What do we know about our performance in literacy
  and numeracy?
• What are we doing to deliver improved outcomes
  for pupils in literacy and numeracy?
• What are our targets for improvement?

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Why does it matter?

• Because we are simply not doing well enough as an
  education system in preparing many young people
  for life and work
• Because having at least functional literacy and
  numeracy is key to improving life chances of
  young people
• Because children who leave school with inadequate
  literacy and numeracy skills face a lifetime of
  difficulty and disadvantage.
• Because the success of our economy depends on it
• Because we have a duty and responsibility to all
  our young people

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How are we doing?

• Well at the top end - 75 NI entries awarded A-C
  grade at GCSE in Summer 2009.
• But just 56 of school leavers achieved 5 GCSEs
  at A-C incl English Maths.
• Figure for non-selective schools is 30
• Figure for children entitled to FSM is 28
• Huge and indefensible variations at every level
• Long tail of underachievement
• And slipping in the international rankings

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Performance in Mathematical Literacy (top 30
OECD countries)

• Chinese Taipei 549
• Finland 548
• Hong Kong-China 547
• Korea 547
• Netherlands 531
• Switzerland 530
• Canada 527
• Macao-China 525
• Liechtenstein 525
• Japan 523
• New Zealand 522
• Belgium 520
• Australia 520
• Estonia 515
• Denmark 513
• Czech-Republic 510

• Iceland 506
• Scotland 506
• Austria 505
• Slovenia 504
• Germany 504
• Sweden 502
• Republic of Ireland 501
• OECD AVERAGE 498
• France 496
• Poland 495
• England 495
• Northern Ireland 494
• Slovak Republic 492
• Hungary 491
• Luxembourg 490

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Performance in Reading (top 30 OECD countries)

• Japan 498
• England 496
• Chinese Taipei 496
• Northern Ireland 495
• Germany 495
• Denmark 494
• Slovenia 494
• Macao-China 492
• OEC AVERAGE 492
• Austria 490
• France 488
• Iceland 484
• Norway 484
• Czech-Republic 483
• Hungary 482
• Wales 481

• Korea 556
• Finland 547
• Hong Kong-China 536
• Canada 527
• New Zealand 521
• Republic of Ireland 517
• Australia 513
• Liechtenstein 510
• Poland 508
• Sweden 507
• Netherlands 507
• Belgium 501
• Estonia 501
• Scotland 499
• Switzerland 499

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(No Transcript)
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Social and sectoral variations in performance
FSME - Free School Meal Entitlement (2007/08)
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New Policy Framework

• Five Education Pillars -
• Raising Standards for All
• Improving Access and Equity
• Developing the Workforce
• Improving the Learning Environment
• Transforming Management and Governance

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What are we doing to improve literacy and
numeracy standards?

• Research increasing our evidence base through
  research into aspects of literacy and numeracy
• Inspection identifying and acting on excellent
  and unsatisfactory performance through inspection
  that includes a particular focus on literacy and
  numeracy
• Strategic direction a new strategy for school
  improvement now being implemented and a revised
  strategy for improving outcomes in literacy and
  numeracy nearing completion
• Support for teachers and school leaders a new,
  strategic focus on workforce development coupled
  with the support and training provided through
  the regional literacy and numeracy action plans

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What are we doing......continued

• Assessment new assessment arrangements to
  support the revised curriculum that have a
  particular focus on literacy and numeracy
• Qualifications ensuring that we can recognise
  the achievements of young people through credible
  qualifications that have currency
• Regional action supporting ELBs and schools
  through funding for the regional literacy and
  numeracy action plan.
• Monitoring promoting the effective and
  appropriate use of performance data at every
  level
• Sharing including through the work of the North
  South Educational Underachievement Working Group
• Accountability through regular reports on
  progress against strategic targets and the PAC
  commitments to the Literacy Numeracy Taskforce
  and ultimately to the Assembly.

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Overall vision for improvement

• Every child achieving to his or her full
  potential
• Every teacher and principal supported to deliver
  improvement at school and pupil level
• Improvement overall in educational outcomes,
  particularly in literacy and numeracy from 58
  to at least 70 on GCSE measure
• Closing the achievement gap from 28 points to
  5 points on GCSE FSME measure
• Milestone targets along the way with a focus on
  measuring value-added as well as outcomes

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Our trajectory to success

• Straight by 8 at least Level 2 in literacy and
  numeracy
• Transferring at 11 moving into post-primary
  school with at least Level 4
• Choosing at 14 moving to the EF with at least
  Level 5 (and often Level 6)
• Prepared for life and work by 16 - Achieving 5
  GCSEs inc English and Maths or equivalent
• Ready for HE or skilled employment by 18 a
  level 3 qualification

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The ultimate goal.

• Articulate, confident young people
• Achieving to full educational potential
• Clear competence in basic literacy and numeracy
• Stimulated by new curriculum and coherent
  pathways of progression
• Guided and skilled in making the right choices
  post-14 and post-16 to reach full potential
• Ultimately, constructive citizens able to play
  full and positive part in the economy, their
  community and society

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Its about pupils and outcomes!